Directory

Research Interests  

Prof Scott Compton’s research spans medical education, emergency medicine, and translational medicine. His primary focus is on medical education research, particularly in the development and evaluation of educational strategies that enhance clinician-scientist training, improve faculty mentorship, and integrate translational research into medical curricula. He is particularly interested in outcomes-driven medical education, exploring how education influences patient care and health systems.  

In emergency medicine research, Prof Compton has contributed to out-of-hospital cardiac arrest outcomes, resuscitation strategies, and palliative emergency medicine. His studies have examined the effectiveness of public-access defibrillation programs, the impact of prehospital interventions, and the role of palliative care in emergency settings.  

At Duke-NUS, Prof Compton is advancing a research agenda that aligns with translational education, emphasizing how medical education can drive improvements in patient care. His recent projects include investigating the impact of translational research training on clinician-scientists, evaluating mentored research experiences in medical school, and analyzing educational interventions that shape professional identity formation among healthcare professionals.  

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Public-access defibrillation and survival after out-of-hospital cardiac arrest.

The New England journal of medicine – Hallstrom A P; Ornato J P; Weisfeldt M; Travers A; Christenson J; McBurnie M A; Zalenski R; Becker L B; Schron E B; Proschan M; Public Access Defibrillation Trial Investigators (2004)

351 (7); 637-646

Prognostic value of a normal or nonspecific initial electrocardiogram in acute myocardial infarction.

JAMA – Welch R D; Zalenski R J; Frederick P D; Malmgren J A; Compton S; Grzybowski M; Thomas S; Kowalenko T; Every N R; (2001)

286 (16); 1977-1848

Cardiac arrest in private locations: different strategies are needed to improve outcome.

Resuscitation – Swor RA; Jackson RE; Compton S; Domeier R; Zalenski R; Honeycutt L; Kuhn GJ; Frederiksen S; Pascual RG (2003)

58 (2); 171-166

Outcomes from out-of-hospital cardiac arrest in Detroit.

Resuscitation – Dunne RB; Compton S; Zalenski RJ; Swor RA; Welch R; Bock BF (2007)

72 (1); 59-65

Factors associated with neurologically intact survival for patients with acute heart failure and in-hospital cardiac arrest.

Circulation. Heart failure – Levy PD; Ye H; Compton S; Chan PS; Larkin Gregory L; Welch RD; (2009)

2 (6); 572-81

The presence of a family witness impacts physician performance during simulated medical codes.

Critical care medicine – Fernandez R; Compton S; Jones KA; Velilla MA (2009)

37 (6); 1956-60

Family-witnessed resuscitation: bereavement outcomes in an urban environment.

Journal of palliative medicine – Compton S; Levy PD; Griffin M; Waselewsky D; Mango L; Zalenski RJ (2011)

14 (6); 715-21

Post-traumatic stress disorder symptomology associated with witnessing unsuccessful out-of-hospital cardiopulmonary resuscitation.

Academic emergency medicine : official journal of the Society for Academic Emergency Medicine – Compton S; Grace H; Madgy A; Swor RA (2009)

16 (3); 226-9

The relationship between the hospital setting and perceptions of family-witnessed resuscitation in the emergency department.

Resuscitation – Macy C; Lampe E; O'Neil B; Swor RA; Zalenski RJ; Compton S (2006)

70 (1); 74-79

Emergency medical service providers' experience with family presence during cardiopulmonary resuscitation.

Resuscitation – Compton S; Madgy A; Goldstein M; Sandhu J; Dunne R; Swor RA (2006)

70 (2); 223-288

Medical Student Preference to Return to the Clinical Setting During the Covid-19 Pandemic.

Medical Education – Compton S, Sarraf-Yazdi S, Rustandy F, Krishna L.  (2020)

54 943-950

A survey of student perceptions of team-based learning in anatomy curriculum: favorable views unrelated to grades.

Anatomical sciences education – Vasan NS; DeFouw DO; Compton S (2009)

2 (4); 150-5

Team-based learning in anatomy: an efficient, effective, and economical strategy.

Anatomical sciences education – Vasan NS; DeFouw DO; Compton S (2011)

4 (6); 333-9

Using a human patient simulation mannequin to teach interdisciplinary team skills to pharmacy students.

American journal of pharmaceutical education – Fernandez R; Parker D; Kalus JS; Miller D; Compton S (2007)

71 (3); 1-7

A randomized comparison trial of case-based learning versus human patient simulation in medical student education.

Academic emergency medicine : official journal of the Society for Academic Emergency Medicine – Schwartz LR; Fernandez R; Kouyoumjian SR; Jones KA; Compton S (2007)

14 (2); 130-177

Grit protects medical students from burnout: a longitudinal study

BMC Medical Education – Jumat R, Chow PKH, Allen J, Lai SH, Hwang NC, Iqbal J, May USM, Rapisarda A, Velkey JM, Engle D, Compton S.   (2020)

266 (20); 1-9

From Trial to Implementation: Bringing Team-Based Learning Online – Duke-NUS Medical School’s response to the COVID-19 Pandemic.

Medical Science Educator – Jumat MR, Wong P, Foo K, Cheng JL, Goh S, Ganapathy S, Tan TY, Loh HL, Chao Y, Cheng TE, Lai SH, Goh SH, Compton S, Hwang NC.  (2020)

30 1649-1654

Tolerance for uncertainty, burnout, and satisfaction with the career of emergency medicine.

Annals of emergency medicine – Kuhn G; Goldberg R; Compton S (2009)

54 (1); 106-113.e6

Knowledge translation consensus conference: research methods.

Academic emergency medicine : official journal of the Society for Academic Emergency Medicine – Compton S; Lang E; Richardson TM; Hess E; Green J; Meurer W; Stanley R; Dunne R; Scott-Findlay S; Khare RK; Grimshaw J (2007)

14 (11); 991-5

Emergency medicine resident education in palliative care: a needs assessment.

Journal of palliative medicine – Lamba S; Pound A; Rella JG; Compton S (2012)

15 (5); 516-20